the ids colloquium programeducation.utsa.edu/images/uploads/ids colloquium program-final copy...
Post on 30-Dec-2019
27 Views
Preview:
TRANSCRIPT
1
THE IDS
COLLOQUIUM
PROGRAM
APRIL 15 – 16, 2010
UTSA 1604 CAMPUS
BB 2.06.04 / BB 2.06.12
l b r qqqqQUO
The Interdisciplinary Studies Colloquium
sponsored by the Department of
Interdisciplinary Learning & Teaching is a
forum for the investigation of broad
perspectives, knowledge, critical insights, and
epistemology through education. Moving
segmented knowledge toward synthesis builds
relationships, uncovers opportunities and
solves complex problems.
2
Colloquium Schedule and Location
Thursday, April 15, 2010
2:00 – 4:30 pm UTSA Faculty and Student Papers and Roundtables
University Room BB 2.06.04/BB 2.06.12
4:45 pm WELCOME AND INTRODUCTIONS Dr. Roxanne Henkin, Coordinator of ILT Doctoral Program /Audrey
Dentith, IDS Coordinator
5:00– 6:45 pm INTERDISCIPLINARITY, THEOLOGY AND CURRICULUM IN POSTMODERN
SCHOOLING Dr. Patrick Slattery (Texas A &M)
Dr. Michael O’Malley (Texas State)
University Room BB 2.06.04
7:00 – 8:45 pm RIGOR, RELATIONSHIP AND RELEVANCE THROUGH INTERDISCIPLINARY
STUDIES Dr. Veronica Boix Mansilla (Harvard University)
Friday, April 16, 2010
9:00 – Noon INTERDISCIPLINARY INSTRUCTION AND ASSESSMENT AT THE CROSSROADS Graduate Student & Faculty Workshop
Dr. Veronica Boix Mansilla BB.2.06.12
12:00 – 1:00 pm LUNCH FARE AND ILT AWARDS CEREMONY Dr. Elizabeth Pate, ILT Dept. Chair/
Dr. Marian Martinello, Associate Dean for Research
University Room BB 2.06.04
1:00 – 4:00 pm INQUIRY AS HUMANITIES DETECTIVE WORK Dr. Marian L. Martinello, UTSA Emeritus
Dr. Gillian E. Cook, UTSA Emeritus
University Room BB 2.06.04
4:00 – 6:00 pm FIRESIDE CHAT
Dr. Veronica Boix Mansilla
BB 2.06.12 Conference Room
3
Detailed Schedule of Sessions & Events
Thursday, April 15, 2010
2:00 – 3:00 pm Student & Faculty Presentations – Session 1
Roundtable 1 The Martinello Prize for Inquiry Papers: A panel presentation of nominees’ papers.
A roundtable presentation of excerpts from selected papers nominated for the 2010 Martinello
Prize for Inquiry. Participants will describe how processes and findings of their inquiries and
read a short excerpt from their papers. Winners will be announced at the Friday lunch and
awards ceremony.
--------------------------------------------------------------------------------------------------------- ----------
Preparing proposals and papers for National and International Conferences.
Dr. Kim Cuero, Dr. Courtney Crim, Dr. Maria Kaylor and Dr. Roxanne Henkin
A panel of ILT faculty will discuss the process of preparing and presenting proposals and papers
from diverse disciplinary perspectives for graduate students who are beginning their academic
careers. Examples will be shared with attendees.
University Room BB 2.06.04
Moderator: Dr. Susanne Kimball.
2:30 – 3:00 pm Student & Faculty Presentations – Session 2
Roundtable 1 Global Interdisciplinary Studies and the New Teacher Education
Dr. Audrey Dentith, Dr. Alycia Maurer
A description and theoretical framework for new thematic focus on globalization in the IDS undergraduate
program. This paper will describe the thematic philosophy and include the major tenets of autobiography
and inquiry that inform the course content.
------------------------------------------------------------------------------------------------
IDS Programs and Teacher Education in Texas: History, Philosophy & Theory
Debra Root & Xiaoling Liang
This paper depicts the history of Senate Bill 994 and its effect on teacher education programs. An
overview of existing IDS programs across the state will be reviewed and the theoretical and philosophical
framework for such efforts in teacher education will be discussed.
Conference Room BB 2.06.12
------------------------------------------------------------------------------------------------
Roundtable 2 The Inherent Interdisciplinarity of Adult Education
Shelbee Nguyen and Leo Wittnebel
4
Authors discuss the practice and application of adult education topics such as reflexivity, transformation
and self-direction as inherently interdisciplinary, followed by conclusions, implications/future research.
-----------------------------------------------------------------------------------------------------------------
Colonization or Collaboration: Family Literacy Interventions in Diverse Contexts
Tracey Kumar
This paper examines a family literacy program that teaches participants how to engage in home-based
reading and writing instruction with their children. A postmodern framework is used to demonstrate how
such interventions lack the diverse perspectives that are essential for education efforts in racially and
ethnically diverse contexts.
---------------------------------------------------------------------------------------------------------------------------------
Critical literacy, Social Justice and Postmodern Curriculum
Aubrey S. Marker
The Victorian novel Middlemarch is used as a platform for discussion of critical literacy theory and its
relation to curricular implications, classroom practice and social change.
University Room BB 2.06.04
Moderators: Drs. Joellen Coryell & Holly Baker Hill
3:00 – 3:30 pm Student & Faculty Presentations – Session 3
Roundtable 1 Vamos A Leer
Daisy Garcia, Shawna Fuentes & Ixtzel Treviño
Vamos A Leer is a dynamic and engaging web-based animation that provides early
elementary age learners age appropriate reading lessons. Vamos a Leer will be targeted
at Spanish speaking students who belong to bilingual or dual language.
------------------------------------------------------------------------------------------------
Curriculum Framing of Language Arts – Exclusion of Diverse Learners
Kalpena Iyengar
This presentation is an attempt to analyze the disadvantages of Berstein’s curriculum framing of the
language arts discipline.
------------------------------------------------------------------------------------------------
From refugee camp to American classroom
Ogochukwa Chukwudolue
This study examines curriculum used in schools attended by refugees with the hope of finding loop holes
that can be addressed. The aim of this study is to reconceptualize the schools’ curriculum in a way that
enhances the learning abilities of these students.
------------------------------------------------------------------------------------------------
5
Roundtable 2 Understanding female representation in supplementary reading materials written by
South African teachers for the Ithuba Writing Project.
Courtney C. Holmes, Emitzschkia Wallace, Dr. Misty Sailors and Manono Mdluli
This study examines the representation of females, through text and illustrations, in learning materials
authored by South African teachers as part of the Ithuba Writing Project.
------------------------------------------------------------------------------------------------
An Analysis of Caldecott Medal Winners and Honor Books from 2005 to 2010: A
Post-Structuralist Perspective
Lori Prior & Angeli Wilson
Picture books play an important role in shaping children’s gender role attitudes and transmitting gender
role stereotypes. Past research studies on Caldecott Award winning books given prior to 1995 have found
a prevalence of a gender bias towards female characters. The purpose of this study is to examine gender
issues in the Caldecott winner and honor books awarded from 2005 to 2010.
University Room BB 2.06.04
Moderators: Dr. Miriam Martinez
3:30 – 4:00 pm Student & Faculty Presentations – Session 4
Roundtable 1 Mathematics Word Problems: A Focus on Vocabulary
Iris Montoya-Rodriguez, Dr. Elsa Ruiz & Dr. Emily Bonner
A five-week action research study evaluated reading and vocabulary strategies used to enrich a seventh
grade mathematics curriculum to help students understand word problems.
---------------------------------------------------------------------------------------------------------------------------------
“It’s all about the kinds of questions I ask kids!”: Literacy coaching and the
metacognitive development of classroom reading teachers.
Misty Sailors & Michelle Anguiano
This case study examines methodologies to examine the metacognitive development of three elementary
reading teachers as they learned how to explain cognitive reading strategies to their students.
-----------------------------------------------------------------------------------
Roundtable 2 Beyond the Beats: Exploring the Hip Hop Phenomenon
Ralph Gdovin & George Jackson
This paper will explore the impact of Hip Hop, focusing on a diverse demographic of historically
marginalized populations.
------------------------------------------------------------------------------------------------
The Other in the Curriculum
Marlin Seigman
6
This paper applies post-colonial theories to American inner-city English classrooms and examines the
possible dangers of relying on reading strategy rather than critical literacy.
------------------------------------------------------------------------------------------------
Curriculum Analysis and Deconstruction in an 8th
Grade English Class
Maureen Connelly
This paper deconstructs one unit of study in the middle school curriculum so as to update and revamp it
according to postmodern curriculum expectations.
------------------------------------------------------------------------------------------------
Roundtable 3 “Where are the field investigations?” An investigation of the (implied) paradox of
learning about environmental education in a virtual classroom.
Rosalie Herber, Jennifer Brooks, Lista Schwarz & Dr. Christine Moseley
This research explores the question: Does learning about environmental education (EE) in an online
environment contradict the basic premises of EE?
University Room BB 2.06.04
Moderators: Drs. Roxanne Henkin & Robin Wright
4:00 - 4:30 pm Student & Faculty Presentations – Session 5
Roundtable 1 Conducting Interdisciplinary Research in the New Millennium: How are research
questions being reshaped within the academy and what does this means for the
advancement of knowledge?
Richard Gambitta, Ph.D., Rosalind Horowitz, Ph.D., Michelle Olvera Dart, M.A., and Kyle Murray,
Ph.D.
This symposium highlights the evolutionary nature of interdisciplinary research. The ways in which
scholars cross boundaries and conduct interdisciplinary research are illustrated with future projections.
University Room BB 2.06. 12
7
Patrick Slattery, Ph.D.
Professor and Regents Scholar in the College of Education and Human Development at Texas A&M
University where he teaches courses in philosophy of education, curriculum theory, social
foundations of education, and arts-based research. His books include: Curriculum Development in
the Postmodern Era (2nd
Ed, Routledge, 2006); Ethics and the Foundations of Education: Teaching
Convictions in a Postmodern World (Allyn and Bacon, 2003); Understanding Curriculum (Peter
Lang Publishers, 1995); and Contextualizing Teaching (Addison-Wesley Longman, 2000). Dr.
Slattery has published numerous research articles which have appeared in journals such as: Harvard
Educational Review, Journal of Curriculum Studies, Educational Theory, and Qualitative Inquiry,
Journal of Curriculum and Pedagogy, and Curriculum Inquiry. He is a former editor of JCT:
Journal of Curriculum Theorizing and the current co-editor (with James Henderson of Kent State
University) of The Journal of Curriculum and Pedagogy. Patrick Slattery is the President of the
American Association for the Advancement of Curriculum Studies (AAACS), a member of
Professors of Curriculum, the former chair of the Arts-Based Educational Research SIG of the
American Educational Research Association (AERA), and a council member of the Curriculum and
Pedagogy Group (C&P). He is also an artist, lecturer, and activist for social justice issues in
organizations such as the Lesbian and Gay Rights Lobby of Texas (LGRL), Queer Studies SIG of
AERA, Campaign to End the Death Penalty (CEDP), and the Human Rights Campaign (HRC) in his
hometown of Austin, Texas. The central theme of his work is the promotion of a just,
compassionate, and ecologically sustainable global culture through holistic and reconceptualized
approaches to curriculum, constructive postmodern understandings of education, queer studies in
gender and sexuality, and processes of philosophical visions of creativity and change. In his research
he contends that spiritual, ethical, and social transformation is intimately linked to visual culture,
public pedagogy, and aesthetics and that wisdom can emerge in the artistic process.
8
Michael P. O’Malley, Ed.D.
Assistant Professor of Educational and Community Leadership and teaches in the Ph.D. in Education
and M.Ed. in Educational & Community Leadership programs at Texas State. His research interests
include curriculum theory, public pedagogy, leadership for educational equity, and
internationalization of education. Working within intersections of critical and post structural
frameworks, Dr. O’Malley’s recent research projects have involved student protest for educational
equity in Chile, state oversight of the East St. Louis, IL urban school district, and rethinking
qualitative methodologies for critical participatory research with youth. A former secondary school
teacher, assistant principal for academic affairs, and principal, Dr. O’Malley earned his doctorate in
education from Saint Joseph’s University, Philadelphia under the direction of Dr. Jeanne F. Brady
and also holds degrees in philosophy and theology. He is a Visiting Scholar with Universidad
Alberto Hurtado in Santiago de Chile and the Massachusetts College of Liberal Arts Leadership
Academy. He has lectured internationally most recently at the University of South Africa (UNISA)
in Pretoria. Selected publications appear in the Journal of Curriculum Studies, the Journal of
Curriculum and Pedagogy, Educational Studies, Sociology, Teaching Education, and Urban
Education and he is co-editor of The Articulation of Curriculum and Pedagogy for a Just Society:
Advocacy, Artistry, and Activism (Educator’s International Press).
9
Veronica Boix-Mansilla, Ed.D.
Is Principal Investigator of the Interdisciplinary Studies Project at Project Zero since 2001. This
multi-year- multi-pronged set of empirical studies, examines the cognitive, epistemic, social and
emotional dimensions of interdisciplinary work, instruction and collaborations. She has an M.Ed.
and Ed.D. in Education, Human Development and Psychology from Harvard University. Dr. Boix-
Mansilla’s research and writing bring together cognitive developmental psychology, epistemology,
pedagogy and the sociology of knowledge to understand the challenges presented by
interdisciplinary learning of complex problems as well as the instructional and assessment options
available to teachers in pre-collegiate and collegiate education. The Targeted Interdisciplinary
Assessment and the Teaching for Interdisciplinary Understanding frameworks have informed the
work of instructional networks ranging from the Washington Center for the Improvement of
Undergraduate Education to the International Baccalaureate Organization.
Dr. Boix-Mansilla is also the director of the L@titud project (Latin American Initiative for
Understanding and Development), which promotes an education for understanding in multiple Latin
American contexts. She chairs the Future of Learning Summer Institute at the Harvard Graduate
School of Education, where educators and scholars are invited to reflect about how societal changes
such as globalization, the digital revolution and our growing understanding of human biology impact
the nature of learning and the demands imposed to schools. She works extensively with secondary
schools and universities on matters of disciplinary and interdisciplinary instruction and assessment
and she serves as an advisor in various committees and initiatives (e.g., International Baccalaureate,
Organization of American States, Social Science Research Council, NSF-IGERT program
evaluation, and Asia Society).
Her most recent publications have appeared in Educational Leadership, Research Evaluation and the
Journal of Communities Education.
10
Marian Martinello, Ed.D.
Grew up in an immigrant community in New York City where she attended public schools. She
completed her bachelor’s and Master’s degrees at Queens College of the City University of New
York (CUNY) and earned her doctorate in Curriculum and Teaching at Teachers College, Columbia
University. She taught in New York and California public schools and in teacher education programs
at Queens College, CUNY and at the University of Florida before coming to San Antonio in 1975.
At UTSA, she helped to design the Interdisciplinary Studies degree and certification program for
elementary and middle school teacher preparation and served as the Director of the IDS program.
Her work in teacher education on inquiry learning and museum education won federal funding,
increased inservice opportunities for teachers, and influenced curriculum development in San
Antonio area public schools. She received teaching awards in Florida and Texas and was named a
Minnie Stevens Piper Professor in 1982, the first at UTSA. Dr. Martinello’s central research interests
are in inquiry learning and interdisciplinary curriculum and teaching. She has authored award-
winning books for teachers and students on the history and cultures of Texas. Among them are her
“search-for” books that detail the process of humanities detective work. The Search for Emma’s
Story (TCU Press, 1987) about an early twentieth century German Texan woman of the Hill Country
received a 1988 San Antonio Conservation Society Book Award. The Search for Pedro’s Story
(TCU Press, 2006) about an eighteenth century soldier in San Antonio, was so honored by the San
Antonio Conservation Society in 2009. The Search for a Chili Queen: On the Fringes of a Rebozo
(TCU Press, 2009), explores the life of a late nineteenth century chili vendor on San Antonio’s
Military Plaza. She co-authored Interdisciplinary Learning and Teaching (Merrill/Prentice Hall,
2000) with Gillian Cook.Dr. Martinello retired from UTSA in May 2000 as Professor Emeritus. In
2009, she accepted an invitation to serve as Acting Associate Dean for Research in UTSA’s College
of Education and Human Development. She continues to write, to consult on education projects, and
to play with Ready Lady, her retired thoroughbred racehorse.
11
Gillian E. Cook, Ed.D.
Trained as an elementary teacher at Stockwell College of the University of London, and taught in
public elementary, middle, and high schools in England, West Africa, Canada, and the United States
prior to coming to UTSA in 1976. Dr Cook received her B.A. in English from Sir George Williams
University, Montreal, and her Ed.M. and Ed.D. in Learning Environments from Harvard University.
Dr. Cook co-authored Interdisciplinary Inquiry in Teaching and Learning (Merrill/Prentice Hall),
with Marian Martinello and also wrote several spelling textbooks. She has written numerous
chapters related to her research in museum education, and English education and interdisciplinary
studies. Her articles have been published in journals such as: Primary Voices; Journal of Staff
Development; Middle School Journal; Educational Forum; and English Education.
While at UTSA, Dr. Cook taught classes in supervision, elementary education, and interdisciplinary
studies, conducted research and published in all three areas. She took leadership roles in national
and local professional organizations related to English/LanguageArts teaching and instructional
supervision. She served on numerous university, college, and division committees and as the
Director of the Office of Core Curriculum for the University for a three year term. Since her
retirement in 1998, Dr. Cook has been privileged to maintain her academic interests in
interdisciplinary study and leadership by training House Group leaders and Stephen Ministers at St.
Luke’s Episcopal Church and taking a leadership role in Adult Education at St. Luke’s. She also
continues to lead tours and train docents at the Institute of Texan Cultures.
12
We are pleased to announce the winners of the 2009-2010 Martinello Prize for Inquiry Papers
Renee McCombs
Yannik Scarff
Angela Sherwood
____________________________________________________________________
Congratulations to all Nominees for the 2009- 2010
Martinello Prize for Inquiry Papers
Alyssa Graham Angela Sherwood Margaret O'Leary Michelle Shaffer
Rachel Rios Laurie Rodriguez
Sarah Brooke Renee McCombs
Yannick Scarff Patricia Rodriguez
Kathleen Oliver Jessica Reed
________________________________________________________________________________
ACKNOWLEDGMENTS
The Monetary Awards for the Martinello Prize for Inquiry Papers and a portion of the
monies for lunch fare on April 16 are donated in memory of Giuseppe Antonio and
Marietta Martinello by Dr. Marian Martinello. Other contributions for the food were
made by the Dean’s Office, College of Education and Human Development.
top related